Spe Effectiveleadership PDF

Effective Leadership
in the Church
A training tool to help congregations, pastors, and other church
leaders effectively work together to accomplish Gods mission.
Sustaining Pastoral Excellence

in the Christian Reformed Church
2850 Kalamazoo Avenue SE
Grand Rapids, MI 49560
A project of the Christian Reformed Church in North America

Effective Leadership
in the Church
A training tool to help congregations, pastors, and other church
leaders effectively work together to accomplish Gods mission.
Grand Rapids, Michigan

Unless otherwise noted, Scripture quotations in this publication are from the New
Revised Standard Version, 1989, Division of Christian Education of the National
Council of Churches of Christ in the United States of America. Published by Thomas
Nelson, Inc. Used by permission of the National Council of Churches of Christ in the
United States of America.
Effective Leadership in the Church, 2005, Sustaining Pastoral Excellence in the

Christian Reformed Church in North America, 2850 Kalamazoo Ave. SE, Grand
Rapids, MI 49560. Printed in the United States of America on recycle paper.
We welcome your comments. Call us at 1-877-279-9994 ext. 0805 or e-mail us at

pastoralexcellence@crcna.org.
www.crcna.org/pastoralexcellence

Table of Contents
How to Use This Training Tool. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Collaborators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Case Study 1: Whos Planning Worship? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Chapter 1: Biblical and Theological Themes Regarding

Leadership in the Church
1. What is the mission of the church? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2. What does the Bible mean when it calls the church the body of Christ? . . . . . . . 10
3. What does the Bible teach about servant leadership? . . . . . . . . . . . . . . . . . . . . . . . 11
4. What is the relationship between reconciliation and effective leadership? . . . . . . . 12
5. What does the Bible teach about suffering and leadership? . . . . . . . . . . . . . . . . . . . . 12
6. How does the CRC translate these biblical teachings into a coherent
theological understanding of the church? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
7. Is there a difference between leadership in the church and leadership in other
spheres of society? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Case Study 2: Hands Off, Hands On . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Case Study 3: Mission, Mission, Whos Got the Mission?. . . . . . . . . . . . . . . . . . . . 16
Chapter 2: The Shape of Effective Leadership in the Church

1. What is Christian leadership? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2. What is contextualization and why is it so important when it comes
to leadership? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
3. What are the personality traits of an effective leader? . . . . . . . . . . . . . . . . . . . . . . . . . 19
4. What are the positive things we can expect to see in situations where there
is effective, reciprocal leadership? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
5. Why do we call this a reciprocal understanding of leadership? . . . . . . . . . . . . . . 26
6. This reciprocal understanding of leadership has also been called
adaptive leadership. Why is this concept important for congregations
to understand as they think about leadership? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
7. What are some ways to identify and positively describe effective leaders?. . . . . . . 27
Case Study 4: Whos Wagging the Dog? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Case Study 5: The People Out There Coming In . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Chapter 3: Leadership Challenges in the Christian Reformed Church
1. The Conceptual Challenge: Figuring out what it means to be a healthy
church with healthy leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
2. The Practical Challenge: Applying sound leadership principles to actual
church situations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Case Study 6: Let Go, Let God. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Case Study 7: Jane Hears It All . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Case Study 8: To Get Along, Go Along?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Case Study 9: The Pastor Hangs On . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
A Final Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Recommended Books for Continuing Reflection . . . . . . . . . . . . . . . . . . . . . 41
Appendix 1: Four Models for Using This Training Tool . . . . . . . . . . . . . . 43
Appendix 2: Tips for Using the Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . 61

How to Use This Training Tool
This training tool is flexible and can be used in a number of different settings, includ-
ing retreat settings, adult education classes, council meetings, church staff meetings,
and search committee meetings. Appendix 1 contains four models of how this train-
ing tool might be used.
The questions and comments in the margins and the case studies scattered
throughout this book are designed to help readers apply the principles of this train-
ing tool to their particular congregations. Appendix 2 offers tips for using the case
studies.
Collaborators
This training tool is a publication of the Sustaining Pastoral Excellence initiative of
the Christian Reformed Church. The team responsible for putting together this tool
includes Duane Kelderman of Calvin Theological Seminary, primary author and chair
of the Leadership Development Task Force that developed this paper; Duane Visser
and Norm Thomasma of Pastor-Church Relations, who work daily with churches
who know the need for effective leadership; and Dan Vander Ark of Christian
Schools International, who supplied the case studies that illustrate the wide range of
leadership challenges our churches face.
This training tool is an adaptation of a paper titled Leadership: A Working
Definition, which was produced by a cross-agency Leadership Development Task
Force that included Dan Ackerman (Home Missions), Richard Hertel (Reformed Bible
College), Duane Kelderman (Calvin Seminary), Darlene Meyering (Calvin College),
Jim Osterhouse (Home Missions), Kathy Smith (Calvin College and Seminary), Norm
Thomasma (Pastor-Church Relations), and Karl Westerhof (Christian Reformed
World Relief Committee). This paper was approved by the Ministry Council (MC) of
the Christian Reformed Church as a working statement of MCs understanding of
the nature and practice of leadership and a working guide to MC as it implements
leadership development initiatives in the denomination.
5
Introduction
At last count, Amazon.com had more than 75,000 titles on the subject of leadership.
There is no end to the tapes, journals, retreats, courses, and even advanced degrees
on the subject of effective leadership. So why does a committee composed of leaders
in the Christian Reformed Church (CRC) take the time to add one more publication
to that long list? Because we in the CRC need to have an honest talk about leader-
ship. We need to figure some things out.
Many CRC congregations are flourishing. They are clear about the mission to
which God has called them, and they love one another as they carry out that mission.
But many other congregations face challenges in figuring out their direction and
purpose. Some wish their congregation had a clearer sense of direction and purpose.
Others are full of pain because they are sharply divided on the matter of their
churchs direction.
In virtually every church, people give quite different answers to these basic ques-
tions: Who is our churchs leader? Who should be? The pastor? The elders? What is
leadership? And if thats not confusing enough, in the past years, agencies and insti-
tutions of the CRC have not always agreed on answers to these questions.
The Purpose of This Booklet

For two years a Leadership Development Team, consisting of dedicated CRC leaders
who represent the full range of views on church leadership and work in various
agencies of the CRC, has been working together to arrive at a common understand-
ing of leadership in the church. This team produced a paper entitled Leadership: A
Working Definition that was officially endorsed by CRC agencies (available at
http://www.crcna.org/whatweoffer/resources/index.asp?WhatWeOfferMenu). This
training tool is an adaptation of that paper and is designed for congregational use.
The agencies and institutions of the CRC have been blessed by our joint reflection
on the subject of effective leadership. We hope this booklet will help CRC congrega-
tions throughout North America more fully realize Gods purposes for their life
together.
7
Effective Leadership in the Church
Case Study 1: Whos Planning Worship?

Pastor Pete was disturbeddisturbed with himself. The end of the worship
planning meeting was near. He felt anxious; he guessed the other members did
too. In the awkward silence, he wondered what to say.
Before he became pastor, First Church had a history of letting the pastor make
almost all the decisions in the church, especially about planning and leading
worship. The council had generally communicated the boundaries, but the pas-
tor had led the way in everything.
Then Pastor Pete came and encouraged members of the congregation to help
plan and lead in worship. He asked a dozen people to join him, some from the
council and some not. He called them the worship committee and held regu-
lar meetings to tell them his plans for sermons and to ask them their ideas for
music, Bible readings, and prayer. Slowly the committee began offering ideas.
In the third session for planning one particular worship service, the group
was getting a bit edgy. They had planned a somewhat humorous sketch about
the Ten Commandments. In a previous session, they had chosen songs. Pastor
Pete now encouraged them: This is good work. You are the owners of this
plan. But he could see frowns on some faces. One older member was plainly
anxious: Im not quite sure about our roles here. Do we make the final deci-
sions or do you? Another member added, Some of us feel we dont have the
training to make these kinds of decisions.
Before Pastor Pete could answer, one member suggested a more familiar
hymn for the concluding song rather than the new praise song he had previous-
ly suggested. The whole group brightened to the idea and wanted the change.
Pastor Pete felt anxious, like something was slipping away, but nodded
agreement.
Was it loss of control that bothered him? Hadnt he said he wanted them to
participate? Should he confess his anxiety? Who did have the final say, anyway?
Was it the pastor or the committee? One thing he knewsilence wasnt the
answer.
8
Chapter 1
Biblical and Theological Themes

Regarding Leadership in the Church
What follows are seven important biblical and theological themes

that must guide any discussion of Christian leadership.
1. What is the mission of the church?

Defining leadership in any organization immediately raises ques-
tions about that organizations mission, its reason for being. In the
case of the church, the Bible raises and answers two very impor-
tant questions.
First, whose mission is it? Gods, not ours. The church doesnt
come up with its own mission. The Bible sets forth Gods mission
for the church.
Second, what is the churchs mission? The Bible states the
churchs mission in many different contexts. Consider Colossians
1:15-20, Matthew 28:18-20, John 17:20-23, 1 Peter 2:9-11, Ephesians
4:11-13. Its helpful to see these various statements of the churchs
mission as different facets of a single diamond, each enriching
the other.
Perhaps Gods mission in the world can be summarized this
way: Gods purpose in Christ is to reconcile all things to himself.
Mission implies passion
The church is the body of Christ in the worldthe means by

a single-minded purpose of
which the world will know that Jesus Christ is Lord and through
getting there, perhaps even
which all believers will reach maturity in Christ and unity in the
risking reputation and
faith and knowledge of Christ. To fulfill the mission of God to rec-

standing among others. Does
your church have a clear
oncile all things to himself, God sends the church into the world sense of its mission? How
to spread the gospel, to evangelize, to proclaim the good news of would you summarize it in a
the kingdom of God, and to embody in its corporate life the mes- single sentence?
sage of reconciliation.
(Note: Mission usually refers to ones deepest purpose or belief,

while vision usually refers to how one will live out that mission
What is the relationship
in the future. The discussion about which comes firstmission

between the Bibles mission
or visionis ongoing. By these definitions of mission and

statement for the church and
a churchs own mission
vision, the passages above no doubt reflect both the churchs statement?
mission and its vision.)
9
2. What does the Bible mean when it calls the

church the body of Christ?
To understand leadership in the church its important to under-
stand a peculiar and mysterious fact about the church: the church
is the body of Christ. The Bible does not say the church resembles
or is like a body. The church is the body of Christ (1 Cor. 12:27)
the way Christ is present in the world. When we think about
leadership, we must understand four features of the church as the
What would be a good
body of Christ.
answer to give to the nine-
year-old who asks her
parents, Who runs the
The New Testament is clear that Christ is the head of the church.
church? If Christ wasnt Christ is the head of the body.
Christs headship is a reference not to power and the right to con-

a good enough answer for
trol, but to the source of the churchs life. Christ sustains the
that nine-year-old,
whole body and supplies what the body needs for life
how would you go on to
describe the way Christ rules
the church through the (Eph. 1:22-23; 4:15-16; Col. 1:18).
members of the body?
Christians are members of a living body, not an inanimate institu-

The church is a living organism.
tion (Eph. 4:12-16). The source of the churchs life is Christ him-
self. This implies two things: First, the church as a living
organism is constantly growing, changing, and adapting to
changing realities around it. This is what it means to be alive. The
How does this reality of the term for an organism that has quit growing and changing is
church as a living organism
dead. Second, the church is not a self-sufficient closed system,
answerable only to itself. It is contingent, dependent. Like the
shape the way we think about
vine to the branch, the church is organically connected to and
leadership in the church?
dependent upon Christ for its very life. As a living organism, the
churchs concern is not What do we want to do? but rather
What is Christ doing in and through us? How is the life of Christ
being tangibly expressed in our life together as a church?
The body of Christ is one, with many parts that organically
First Corinthians 12 makes clear that each part of the body is

work together (1 Cor. 12:12-31).
indispensable to the healthy functioning of the whole body. Such

What signs tell you that your
mutual interdependence implies a mutual accountability that all

church is a living body,
with the parts of the body
organically working together? members of the body of Christ, including leaders, have to Christ
and to one another.
God gives to the church the gifts of his Spirit (Rom. 12:3-8;
These gift passages make clear that God gives spiritual gifts to
1 Cor. 12:7-11; Eph. 4:11-13).
all the members of the body, not just a few select leaders.
Moreover, God gives particular gifts to particular believers. Yet
emphasis upon particular gifts given to particular individuals in
the body must be balanced with emphasis upon the giftedness that
the body as a whole possesses by virtue of Christs indwelling
Spirit. Paul says that spiritual gifts are given for the common
good. Indeed, as various members of the body of Christ realize
10
Chapter 1: Biblical and Theological Themes Regarding Leadership in the Church
that they are able to serve one another and others beyond the
church, gifts emerge and are affirmed by and strengthened in the
What are two or three of the
body. The balance between individual gifts and the giftedness of

spiritual gifts God has given
your congregation as a
the body is an important one. whole?
3. What does the Bible teach about servant

leadership?
The Bible teaches us many things about the nature and quality of
Christian leadership. Perhaps the most profound insight comes
from the life of Christ himself and Christs clear teaching regard-
ing servant leadership.
In his incarnation, Christ embodies the message of servant love.

Christ is the model of servant leadership.
The cross is the ultimate message of self-giving love (Phil. 2:1-11;

John 13:12-17).
Authority in the New Testament entails both power and
Jesus Christ himself exemplifies both: he rules with power far

servanthood.
above all rule and authority and power and dominion (Eph.
1:21), but he also stoops down to wash the feet of his disciples
(John 13). We can see this same example of power combined with
servanthood in the role of parenting. In their relationship with
children, parents have authority that includes right and power;
good parents also love their children with a servant love, and use
their authority through this love. Authority, power, and servant
love, all properly understood, are not set over against each other
in the New Testamentand thus should not be set over against
each other in discussions of leadership (Matt. 20:25-28).
The New Testament emphasis upon servant leadership reminds
leaders to be careful in their exercise of power and authority.
Give some examples of
Leaders must realize the ways that positions of leadership can

authority, power, and
inherently create an imbalance of power, and must take seriously

servanthood all being
their responsibility to exercise power as servants of the one who

expressed appropriately.
has all power and authority.
The practice of servant leadership is one of the ways
In John 13:14 Jesus makes it clear that those who follow Jesus
Christians put on Jesus Christ.
must practice his servant love: So if I, your Lord and Teacher,

have washed your feet, you also ought to wash one anothers
feet. In Ephesians 5:1-2, Paul calls believers to imitate God in his
self-giving actions: Therefore be imitators of God, as beloved
children, and live in love, as Christ loved us and gave himself up
for us, a fragrant offering and sacrifice to God. Leadership in
Christs church must be different from the Gentiles lording it
over approach to leadership. The goal of servant leaders is to
How can you tell if the
churchs leaders are following
love and serve those they lead by helping them find and produc- the biblical principle of
tively use their gifts in the ministry of the body. Leadership in the servanthood?
11
church is essentially and radically a matter of servanthood, love,

forgiveness, redemption, sacrifice, justice, and obedience.
(Note: For a more extended discussion of these and other biblical

themes related to church leadership, see A Theology of Church
Leadership by Lawrence Richards and Clyde Hoeldtke
[Zondervan, 1980].)
4. What is the relationship between reconciliation

and effective leadership?
Gods mission has been summarized above in terms of reconcilia-
tion: Gods purpose in Christ is to reconcile all things to himself.
Thus, the church is called to embody in its corporate life the mes-
sage of reconciliation. A church that is achieving Gods purposes
in the world will be breaking down barriers between individuals
and groups.
One of the greatest needs todayin North America and
throughout the worldis the need for racial reconciliation. One of
More and more churches the great tests of authentic Christian community is whether that
today live in close proximity community can transcend the barriers that divide people along
racial and ethnic lines. Deep racial reconciliation is one of the
to diverse racial and ethnic
greatest testimonies to the power of the gospel that the church
groups. How can your
can give. Effective Christian leadership involves the intentional
church cross ethnic/racial
pursuit of such reconciliation, yearning for the vision of

boundaries and manifest
Revelation to become a realitywhen people from every tribe

more deeply the reconcilia-
and language and people and nation will be gathered around

tion we have in Christ?
the throne (Rev. 5:9).

Racial reconciliation is only one test of authentic Christian com-
munity. Breakdown of marriage and family, social and economic
differences, political and ideological divisions, and antagonism
and hostility between parts of the body of Christ are all examples
of alienation within community. One of the deepest impulses and
values of Christian leadership is the pursuit of reconciliation at
every level of community.
5. What does the Bible teach about suffering

and leadership?
The New Testament is clear in its teaching that Christians suffer
not just because they live in a broken world, but also because obe-
dience to Christ and the gospel generates resistance and hostility,
and engages the power of darkness (1 Pet. 3:8-22; 4:12-19; Rom.
5:1-5; 2 Tim. 1:8-12).
Christian leaders should expect to suffer. In fact, a person who
aspires to church or kingdom leadership but has a strong aversion
If suffering is a part of
to suffering should look elsewhere for work. Its interesting to
leadership, what does this
note that biblical characters whom we often associate with strong
suggest about the marks of
leadership (Moses, Joshua, David, Esther, Deborah, and other

Christian character that
heroes of faith [Heb. 11]) often suffered. Sometimes their suffer-

congregations should con-
ing was self-imposed. Indeed, all leaders struggle with tempta-

sider as they seek out
tions, and many leaders commit colossal sins that throw

leaders?
12
themselves and the community around them into deep pain and
suffering. But suffering is often the result of doing goodthe
natural or supernatural resistance and hostility to the gospel that
creates pain and injury.
The good news is that virtually every passage in the New
Testament that speaks of Christian suffering is laced with hope
hope because of the positive, character-building, community-
building impact of suffering when it is embraced with faith; and
hope because of the forward-looking not-yet perspective that is
brought into clearer focus in suffering. Christian leaders know
that Christ will prevail and his mission will be accomplished.
One important implication of the reality of suffering for the
Christian leader and community is that success and failure
are never as clear-cut as one might be tempted to believe. Some-
times the chapter of a churchs history that involves the most suf-
fering becomes the chapter that was most used by God to form,
shape, and lead that church into its most vital and vibrant chapter
of ministry. To use Jesus and Pauls language, churches are con-
tinually dying and rising again. Churches and leaders must be
willing to endure pain and sufferingto be the seed that is put
into the ground and diesif they are to rise again and produce
many more seeds. Every Christian leader (and congregation)
must continually take to heart Jesus words when he faced his
own suffering and death:
Death and resurrection are an
Very truly, I tell you, unless a grain of wheat falls into the ongoing process of sanctifica-
earth and dies, it remains just a single grain; but if it dies, it tion for the believer.
bears much fruit. Those who love their life lose it, and those
Congregations also go
who hate their life in this world will keep it for eternal life.
through death and resurrec-
Whoever serves me must follow me, and where I am, there
tion. Are there things that
will my servant be also. Whoever serves me, the Father will

your congregation is dying to,
honor. (John 12:24-26)

or things that it must die to?
Are there signs of things that
it is coming alive to?
6. How does the CRC translate these biblical
teachings into a coherent theological understanding
of the church?
The church seeks to reflect the biblical teaching above in its
polityits form of government. The most concise statement of the
CRCs polity is the Church Order. The most concise summary of
the CRCs official positions on the nature of the churchs ministry
in general, and office and ordination in particular, can be found in
the conclusions of the synodical report of 1973 on ecclesiastical
office and ordination, and the guidelines of the synodical report
of 2001 on ordination and official acts of ministry.
To briefly summarize, these official church positions affirm the
following:
the churchs role in the mission of the Lord, namely, to be the

body of Christ manifesting his presence, proclaiming the
gospel, evangelizing and seeking the lost
13
a definition of leadership in the church that entails a relation-

ship of trust and responsibility in which certain people are
entrusted by Christ, the great shepherd of the sheep, to take
pastoral responsibility for a part of his flock
the purpose of ordination to set apart certain individuals for
special ministries or services
the comprehensive ministry of the church shared by all
believers
the distinction between those who serve in official offices and
those who serve more generally as one of function, not essence
the authority of office as defined primarily by service, which
includes the responsible stewardship of God-given natural and
spiritual gifts, rather than by status, dominance, or privilege
7. Is there a difference between leadership in the

church and leadership in other spheres of society?
Is there a difference between leadership in the church and leader-
ship in any other organization? We think there are differences as
well as similarities.
There is similarity in terms of laws of human behavior, social
laws, psychological laws, and organizational laws that are rooted
in creation and apply to all organizations, including the church.
The best of Christian wisdom discerns these deep and universal
patterns to human life and community. Gods common grace
makes it possible for a person who may not be a Christian to be
an effective leader in an organization. Reformed Christians are
always aware that God has created and still works in the whole
world, not just the church.
Some churches over- But there is also a difference. The church is a unique organism in
emphasize the differences which Christ and the Spirit dwell. The church has a unique source
between the church and of life, is directed toward particular ends and goals, and is gov-
other organizations and miss
erned by particular commitments and practicessuch as prayer,
worship, study, witness, and servicethat give peculiar shape to
out on valuable things they
the churchs life and ministry. The church cannot be explained in
could learn from the way
organizational terms alone and must guard against approaches to

other organizations are led.
leadership that merely accommodate to the broader culture (see

Other churches underempha-
Pastor: A Theology and Practice of Ordained Ministry by William

size the uniqueness of the
Willimon [Abingdon, 2002], p. 70).

church. Where does your
church fall in this spectrum?
(Note: A fuller exposition of many of these themes can be found in

a synodical study committee report entitled Ecclesiastical Office
and Ordination [Acts of Synod 1973, pp. 635-716], and in synodi-
cal guidelines for understanding leadership, office, and ordina-
tion [Acts of Synod 2001, pp. 503-504].)
14
Case Study 2: Hands Off, Hands On

Susan Bridge, the chair of the council, had to decide. The new pastor was
strong, having implemented new programs with fire and devotion. But some
people felt run over. Should the council put the brakes onhold him back or at
least slow him down?
Center Church was a big congregation with a suitably big staff. The former
senior pastor was a superb minister of the Word; he had spent much time each
week in his study, and it showed on Sunday. The congregation learned from his
thorough study of Gods Word and his apt illustrations.
However, he didnt like the administrative side of ministry. The staff carried
out separate ministries as they saw fit. While they benefited from the pastors
sermons, the people thought the pastor aloof or shy because he showed little
interest in them. Because he was near retirement, the council heard the criticism
but believed things would change in the church when he retired.
As churches sometimes do, Center found a dynamic younger pastor to lead
their congregation, the opposite of their former pastor. He took charge of the
staff and gave good direction to them and the council, but was forced to quit the
ministry when he suffered a heart attack and nearly died.
The church felt the loss keenly. They hired a retired pastor to help them for
two years. The pastor had a solid reputation in the denomination for his good
preaching, friendliness, and ability to administer a staff and start new programs.
The church thought they were set, with the council and congregation happy
with the choice.
Now, nine months later, clouds of trouble covered the sunny start. Some staff
and council members were frustrated at the new pastors bulling his way
ahead with new programs. They did like his enthusiasm, his energy. The con-
gregation loved his welcoming manner. He connected with all ages. But he
virtually ignored the council, getting approval for his ideas out and about.
Although Center had committees, the pastor decided what he wanted done and
told them about it.
Susan Bridge saw it herself. Others saw it too. And now the issue was before
council. What to doshould it be hands off, holding the course without
change? Or should it be hands on, intervening somehow to change the way
the pastor operated?
15
Case Study 3: Mission, Mission, Whos Got the Mission?

Faith Church was in the middle of a muddle. Rev. Sharon Wilson was plowing
straight ahead with the churchs mission, but the congregation was lagging,
even balking. And the council was in between, watching the spinning wheels
and not knowing what to do.
Faith had been a vibrant church in earlier days but had lost some members
who moved to churches nearer their new residences. Some new families in the
neighborhood had joined Faith; some unchurched people were also attending.
When Rev. Wilson came, she noticed that the search team had exaggerated the
buy-in of the congregation for new directions that a study committee had
approved.
But Rev. Wilson believed the congregation would follow if she quickly imple-
mented the changes. Some council members had gently cautioned her, but she
plowed forward with enthusiasm and full effort. Soon some members of Faith
headed out the door. The council started a new round of direction setting, using
a consultant, and changed its direction somewhat. Rev. Wilson survived the
change and pushed ahead to carry out the new plan.
Part of the plan was to reach out to the surrounding community. God blessed
that effort with more people coming to the church. But the congregation tired
out, retreating in their effort, with some ministries actually throwing in the
towel. This time Rev. Wilson drew together a small group of leaders to do a
third round of vision setting.
It seemed like a good plan and Rev. Wilson was pleased. She preached it and
pushed; the congregation balked, criticizing her for constantly intimating that
they werent committed. Their energy ebbed; Rev. Wilsons fire was diminishing
into embers. The council saw both declines and wondered: three attempts to
change with no seeming good. Was it time for a fourth? Or, as some members
urged, was it time to forget planning for a while and just be the church? One
thing was suresomething had to be done. But what?
16
Chapter 2
The Shape of Effective

Leadership in the Church
What does effective leadership look like? How does it work? How
do people know whether their congregation is being effectively
led? The concept of reciprocal leadership helps us to focus on the
relationship between follower and leader rather than on certain
traits a leader might possess. We can also identify four Cs
four factors present in situations where effective leadership is
taking place.
1. What is Christian leadership?

First, a definition:
Effective Christian leadership is the process of helping a

group embody in its corporate life the practices that shape
vital Christian life, community, and witness in ways that are
faithful to Jesus Christ and the gospel and appropriate to the
particular groups setting, resources, and purpose.
The next definition is more specific to leadership in a congrega-

tional setting:
Effective Christian leadership is the process of helping a con-

gregation embody in its corporate life the practices that
shape vital Christian life, community, and witness in ways
that are faithful to Jesus Christ and the gospel and appropri-
ate to the particular congregations setting, resources, and
purpose.
Its important to clarify that the above definitions do not limit the
The church has many leaders
function of leadership to particular individuals or offices. The

New Testament teaches and the church affirms that the task of
ministry is shared by all and is not limited to a special, profes-
sional class. . . . The ministry of the church is Christs ministry,
shared by all who are in Christ (from conclusions 1 and 2,
Report on Ecclesiastical Office and Ordination, Acts of Synod
17
1973, p. 714). This point bears repeating, given our strong, histori-
cally conditioned tendency to associate leadership with the activi-
ty of pastors and other officially designated individuals.
Its also important to clarify that the definitions above address the
The essence of leadership vs. the style of leadership
essence of leadership, not the various styles in which leadership is

expressed. In essence, Christian leadership is the same in all times
and places. It embodies unchanging principles and values, such
as servanthood, morality, respect for all people as divine image-
How is leadership shared in bearers, and so on. But the style of leadership varies greatly
your congregation? Can you
depending upon the individual leader and the situation in which
leadership is exercised. A well-developed and mature leader has
think of examples of when
the capacity to exercise different styles in different situations. A
your leaders exercised differ-
crisis situation may call for an authoritarian style, a decision-

ent leadership styles, depend-
making process among peers may call for a consensus-building

ing on the need or context?
style, and a learning situation may call for a prophetic style.

Leadership styles are neither linear nor hierarchical; they are best
understood as options in a repertoire circle where the situation
determines which style will best serve.
Finally, its important to clarify the meaning of the word help

The biblical concept of help
in the definition. If we dont understand the word help, we

may see this definition as an overly weak concept of leadership.
In the Old Testament, the Hebrew word most frequently trans-
lated help usually refers to God. I lift up my eyes to the hills
from where will my help come? My help comes from the Lord,
who made heaven and earth (Ps. 121:1-2). When leaders help
people live the Christian life, they are far from weak. They are
agents, albeit humble servants, of the triune God; indeed, they are
acting like God.
2. What is contextualization and why is it so

important when it comes to leadership?
Effective leadership takes into account the critical role of the min-
istry context in which leadership is exercised. Every ministry con-
text is unique. It has its own particular history, setting,
relationships, and culture.
Culture here refers to the common ideas, feelings, and values

Leadership takes culture seriously
that guide community and personal behavior, that organize and

regulate what a particular group thinks, feels, and does about
God, the world, and humanity. Culture is that invisible vault
where worldviews, presuppositions, and values are generated
and stored.
Effective leaders understand that culture operates most power-
fully when it is least visible. Consider these two images: First, cul-
ture is like the ocean. The power of the ocean is not in the six-foot
18
waves on top of the water; its in the massive movement of water

underneath the wave, a movement that cannot be seen. Second,
as one wag has put it, Culture is like bad breath: you smell it on
everyone else before you smell it on yourself. That is, just like
people dont smell their own breath, they often dont see their
own cultural values at work. Culture operates most powerfully
when it is least visible.
For example, its easy for Dutch people to assume that thrifti-
ness or cleanliness or deferral of gratification or emotional
reservecultural characteristics often associated with Dutchare
not merely cultural characteristics of one particular cultural
group, but are universal traits. Its even more dangerous when
people assume that their own cultural characteristics should be
true of everyone.
The point here is that effective leaders understand that culture,
visible or invisible, functions in powerful ways in any group and
must be taken into account as leadership decisions are made.
Effective leaders also understand that virtually all ministry is

All ministry is cross-cultural
cross-cultural. The cross-cultural nature of ministry and the corre-

It used to be that CRC con-
sponding need for cultural sensitivity in leadership is most obvi-

gregations looked very similar
ous when it involves the meeting of meanings between different

to each other. Today each
races, ethnic groups, nations, regions, and socioeconomic classes.

congregation increasingly has
But ministry in a highly secular, post-Christian culture makes

its own particular character.
virtually all North American ministry cross-cultural and counter-

Often this is because a con-
culturalthat is, engaged in the meeting of meanings between

gregation has taken seriously
cultures that have fundamentally different and opposing world-

this challenge to contextual-
ize its ministry. In what ways
views, assumptions, and values. For example, exercising leader- does the context of your con-
ship in the church in a racially broken society and racially diverse gregation as defined in these
community will require a keen understanding of racial dynamics
paragraphs shape your con-
(cross-cultural), and a radical commitment to the unity and diver-
gregation? In what ways
sity of the body of Jesus (counter-cultural).
should it shape your congre-
gation more (or less)?
Effective leaders understand how leadership must be contextual-

Every congregation is unique
ized, or shaped in its expression, in each ministry setting.

Leadership must look different in one or another ethnic commu-
What cultural differences do
nity; it must be exercised differently in one social structure or

you observe within your own
another; and it must adapt to the various stages in the develop-

congregation? (For example,
ment of a church. Knowing the times and the culture of a congre-

differences between young
gation and knowing how to respond appropriately might be

and old, between more edu-
cated and less educated,
called cultural intelligence or contextual intelligence and is between affluent and poor.)
an important mark of an effective leader. What cultural differences
make ministry challenging
in your congregation?
3. What are the personality traits of an
effective leader?
This is a fairly common question, but the wrong one to ask. One
of the most interesting shifts in leadership theory in recent years
has been away from the notion of a leadership personality.
19
Peter Drucker, a leading authority on leadership, has pointed out

that a single universal leadership personality or set of
leadership traits simply does not exist. Name a leadership trait
that seems absolutely essential to being an effective leader, and
someone else can name ten situations of effective leadership
where the leaders dont have those personality traits.
Effective leadership is best understood not by focusing upon
personality traits in the leader, but upon the relationship between the
leader and those being led. Focusing upon the situation and the rela-
tionships shifts the question from What are the traits of good
leaders? to What factors are present in situations where effec-
tive leadership is taking place? and What do relationships look
like in situations where effective leadership is taking place?
4. What are the positive things we can expect to see

in situations where there is effective, reciprocal
leadership?
Four factors (the four Cs) seem ever-present in situations of
effective leadership:
1. Character in the leader (which generates trust on the part of

followers).
2. Conviction in the leader (which helps the congregation discern
its purpose and vision).
3. Competencies in the leader (which help a congregation
function as a healthy systemi.e., deal with the normal
anxieties and conflicts of communal life in healthy and
productive ways).
4. Confluence of leader, congregation, time, place, ministry
opportunity, and resources that is a gift of Gods Spirit and
that enables a leader and congregation to work joyfully
together in realizing Gods purposes.
Three important clarifications must be made before expanding

upon each of these factors.
First, notice how all four of these factors involve both leader and
congregation, the relationship between them, and the impact they have
on one another. For example, character in a congregations leaders
helps the congregation trust those leaders, which in turn strength-
ens the character of the congregation, which in turn helps the
leaders trust the congregation. Praise God for such an upward
spiral of character and trust!
Second, its important to distinguish between personality traits
and character traits. The focus in these four factors is not on per-
sonalityintrovert, extrovert, charismatic, quietbut on the char-
acter of the leaders and those being led. Put another way, a
church can be healthy with a leader whos an introvert, but not
with a leader who is untrustworthy, arrogant, or sexually
promiscuous.
20
Third, these four factors can be applied to diverse cultural situ-

ations. Each cultural situation will define these factors according
to norms appropriate to that culture. But these four factors reflect
certain realities of human behavior and community that are pres-
ent and must be reckoned with across all cultural differences.
Effective leaders are people of sound character who generate
For Christian leaders and for all Christians, the foundation of Chris-
trust in their followers.
tian character is the believers union with Jesus Christ. In their

death with Christ believers die to the old self, are raised to a new
life with Christ (Col. 3:1-17), and are clothed with the character of
Christ. As the branch receives its life from the vine, so Christians
receive their spiritual life from Christ (John 15:1-17). Christ, by his
Holy Spirit, produces in the believer the fruit of the Spiritlove,
joy, peace, patience, kindness, goodness, faithfulness, gentleness,
and self-control. The foundation of character for all Christians is
their new life in Jesus Christ, and Christs life in them.
The character of Christ in the Christian leader should clearly
produce certain moral excellencies that are crucial to the leaders
effectivenesshonesty, integrity, fairness, compassion, service to
others, a life of prayer, and total dependence upon God for
strength and guidance. One of the key evidences of such charac-
ter in leaders is that people trust such leaders, and such leaders
trust the people they lead.
Another dimension of character is the life experiences that form
a leader. Who a person is determines how that person will lead. A
Isnt it interesting that God
persons character is determined, in part, by the life experiences

often uses our most difficult
that form him or her. Growing up during the Depression, losing a

and painful experiences to
equip us for service? Can you
parent as a teenager, experiencing the horror of war, having par- think of experiences that
ents who model generosity and service, growing up in two or had a positive, formative
three very different culturesall these life experiences are forma- impact on you?
tive of who we are at the deepest levels.
Another dimension of character is an emotional intelligence that
is consistent with effective leadership. Emotional intelligence is
It is hard to over-estimate the
the ability to manage ones own emotions, motivate oneself, reach

importance of pastoral intel-
out for emotional support in healthy and appropriate ways, rec-

ligence. When asked what
ognize emotions in others and respond appropriately, handle rela-

single factor is the best pre-
tionships, control impulses, demonstrate empathy, listen actively,

dictor of whether a pastor will
deal constructively and creatively with conflict, assess ones

flourish in ministry, Duane
Visser, director of Pastor-
world in optimistic and hopeful terms, take appropriate risks, Church Relations, has a clear
patiently persist in the face of anxiety and conflict, and respect and simple answer: knowing
differences among people. A key element of emotional intelli-
how to get along with peo-
gence as practiced by leaders is the ability to seek input from peo-
ple. Clearly, both pastor and
ple at all levels on how they are performing as a leader, to be
congregation must have
non-defensive in response to such input, and to appropriately

emotional intelligence as
adapt in light of such input. (See an inspiring and illuminating

described in this paragraph.
paper by Craig Dykstra entitled The Significance of Pastoral

We all can grow in this area.
Ministry and the Idea of the Pastoral Imagination in which he

What are some areas where
develops the concept of pastoral intelligence and pastoral

you as pastor and as con-
gregation know you
need to grow?
21
imagination. This paper is unpublished but is available upon

request to leadership@calvinseminary.edu.)
Effective leaders operate out of strong conviction, which
Effective leaders believe certain things deeply and commit

helps a congregation discern its purpose and vision.
themselves selflessly to realizing certain ends. Some call this ones

vision or a preferred future. For Christian leaders, these con-
victions must be shaped by the biblical vision of the kingdom of
God. Effective Christian leaders must be invigorated by a vision
of the kingdom God is establishing in the world. These con-
victions arise out of the leaders relationship with God in Christ
and the Holy Spirit, and Gods call to follow God in faith and
obedience.
For Christian leaders, such conviction has the greatest potential
for long-term good when it arises out of a strong vision of the
churchs mission and a thorough grasp of the biblical, pastoral,
and theological contours of the Christian faith and church. This
must be combined with an ability to communicate these contours
in meaningful and relevant ways through sound preaching and
teaching and imaginative pastoral leadership.
The capacity for reflexive leadership (Carroll and Roof, Bridging
Divided Worlds, Jossey-Bass, 2002) is an important dimension of
leading with conviction. Reflexive leadership involves, for exam-
ple, holding in creative tension the positive value of the tradition
and the challenges of the present situation. Effective leaders are
capable of informing and guiding an ongoing argument
between competing convictions. At such points conviction
requires a deep grounding in and understanding of the faith tra-
dition, as well as a lively imagination and capacity for thinking
creatively. Effective Christian leaders think deeply, theologically,
integratively, and creatively.
Because the word vision is easily misunderstood, we use the

A note about conviction and vision
word conviction in the previous paragraphs. For many, the

leaders vision conjures up images of fumbled, lone-ranger
attempts to introduce major changes in a congregation, painful
polarization, and destructive conflict often ending in separation
from the pastor and mass exodus of members.
Peter Senge (The Fifth Discipline, pp. 205-232) prefers the term
visioning to avoid some of these pitfalls. Vision, a noun, con-
notes an answer, a solution to the problem. Congregations usually
want, yet resist, pastors who gladly offer their vision for the
church. By contrast, visioning refers to a structured conversa-
tion of Gods people about what they believe God has called them
to be and to do. Effective leaders dont impose their vision but
enable a process whereby the congregation develops its vision.
On the other hand, leaders who have no strong convictions and
corresponding vision are weak and ineffective leaders in congre-
gations that desperately need leadership. It is difficult to overstate
22
this concern. Many CRC congregations are struggling for direc-

tion and desperately need wise, strong leadership. Thus it is
important to see the overlap of conviction and vision when both
are properly understood.
Effective Christian leaders have strong, biblically shaped con-
victions that issue forth in a biblically shaped vision. They believe
certain things deeply. They have dreams and are passionate about
what Gods church and kingdom ought to look like. They are
bold and courageous. Their strength is in the strength of their
convictions and their passion to do the right thing. And they are
self-sacrificial and give their lives to turning their biblically
shaped vision into reality. Theyre risk takers. But the difference
between an effective leader and a martyr is that the effective
leader fosters a process whereby the congregation as a whole can
discern and own where God is leading the congregation.
One test of whether a leader is imposing a vision or leading
with conviction is to ask this question: Is the leader truly open to
Some congregations have
where a congregational process of discernment might lead, or

finely polished vision state-
does the leader already have a predetermined outcome in mind?

ments but are floundering,
At the same time, it would be incorrect to conclude from this test

while other congregations
that leaders should never have convictions and a vision that pro-
have little paperwork to
pel them in a certain direction. While effective leaders understand

show for their vision, but
have a clear sense of direc-
the reciprocal nature of leadership (i.e., the influence of leaders tion. The important thing is
and followers upon one another), they also have biblically shaped not whats on paper but what
convictions regarding the church Christ is building, a church that
actually propels pastors and
is called to be engaging in its worship, faithful in its teaching,
congregation to sacrificially
strong and deep in its fellowship, self-sacrificial in its outreach
serve Christ together. Whats
and service. These biblical convictions rightly propel leaders and

the vision that propels
the community they lead in a certain direction. Effective leaders

your congregation?
make good judgments about the best way to set forth those con-
victions, set direction, and engage the community in achieving its
On a continuum between hav-
biblical purpose.
ing a leader in your church
But what if the convictions of the leader and the values of the
who strongly imposes a vision
congregation are at such odds with each other that the leader can-
or one who waits until the
not express his or her most basic convictions without confronting

church arrives at its vision, how
and judging the congregation? In most situations, the leader who

does your church function?
thinks this way has already guaranteed conflict and failure. By

the very question, the leader has set up a win/lose outcome. He
Most congregations want a
strong leader. What do we
or she would do well to take a different approach: Every Chris- really mean when we say we
tian Reformed pastor and congregation is on record as believing want a strong leader? Is the
what the Scriptures and the confessions teach. The convictions
strength of a leader deter-
and values all members of the CRC share in common are unfath-
mined by how much resist-
omably great in number. The effective leader accentuates and
ance the leader generates?
holds up the best of the congregations beliefs and values, and

By how far out in front of
then, in a loving and safe environment of mutual trust, helps the

the congregation the leader
congregation confront the gap between its own values and

works and how much criticism
current realities. Effective leaders help people come to the point

the leader is able to endure?
where they judge themselves. And effective leaders are transpar-

By how much progress the
ent in confronting the gap between their own values and their
congregation makes in
reducing the gap between its
stated values and its current
realities? By something else?
23
own lives! Effective leaders stand with a congregation in learning,

not over a congregation in judgment.
Effective leaders have competencies that help a congregation

function as a healthy system (i.e., deal with the normal
anxieties and conflicts of communal life in healthy and
Leaving aside the debate as to whether leadership is a matter of

productive ways).
natural talent or learned skills, there are clearly competencies that

leaders can learn through training. We should not overstate the
distinction between character and competence, or between natu-
ral talent and learned skills. However, the attributes discussed
above in the section on character tend to be more deeply embed-
ded in who a person is, whereas the competencies listed below
tend to be skills that can be learned by a wide variety of persons.
These skills include
listening and encouraging skills

communication skills
understanding authority, including the differences between
formal and informal authority
understanding the importance of clear structures and practices
of accountability
understanding dynamics and processes of change
understanding issues involved in cross-cultural ministry
understanding the dynamics of conflict and how to lead
through conflict
motivating people to perform at their full potential
building support for and ownership of a process of change
using win/win problem solving techniques
understanding the congregation as a system
understanding the critical nature of pace when it comes to
change
understanding the difference between courage and the
temptation to martyrdom
understanding the pitfalls of charisma
knowing the difference between solving problems and creating
opportunities for learning
Congregations with leaders who possess these specific leader-

ship skills are more likely to deal with the normal anxieties and
conflicts of communal life in healthy and productive ways.
A related challenge in leadership development is helping
congregations to be healthier and more effective in their working
relationship with congregational leaders. Some of the features of
healthy congregations include
strong commitment to the churchs purpose

healthy practices of communication within the congregation
and between congregation and leaders (communication that,
24
among other things, keeps truth and love, accountability and

support together in creative tension)
If you are a pastor or other
deep congregational practices of prayer for leaders and the

church leader, what two or
three skills from these lists
congregation as a whole do you need to enhance to
a congregational culture that takes responsibility for its be more effective? If you are
problems and doesnt blame or scapegoat the pastor or other
a member of a congregation,
leaders
what two or three skills from
the ability to constructively deal with conflict
these lists does your congre-
leadership decisions guided first of all by the churchs purpose,

gation need to enhance to
not by a desire to keep peace at all costs

be healthier?
Situations in which there is effective leadership will be

marked by a confluence (a convergence, a coming together)
of leader, congregation, time, place, ministry opportunity,
and resources that is a gift of Gods Spirit and that enables a
leader and congregation to move forward together in realiz-
Leadership is exercised not in a vacuum, but in a particular time

ing Gods purposes.
and place, with a particular group of people who have a particu-

lar history, by pastors and other leaders in particular points in
their life journeys, in a particular cultural and social situation. The
best leaders humbly acknowledge that they were in the right
place at the right timethat a multitude of factors, some of them
beyond their direct control, came together to produce relation-
ships and events that resulted in great good. The best leaders will
not claim that they could go to the next town and produce the
same success story all over again. One of the principles that gov-
ern leadership is a unique and unrepeatable confluence of factors
that come together in the leader/follower relationship and broad-
er ministry situation. Synergy, convergence, and luck are
words leadership theorists use to describe this phenomenon.
Providence, gift of Gods Spirit, and answers to prayer are
words Christians use.
Understanding the role of confluence in congregational and
institutional life is critical for several reasons. First, it keeps a
leader humble. Beware of leaders who think the flourishing of
If your congregation has
their organization is all their own doing. Second, it keeps leaders
experienced the gift of con-
flexible. Different circumstances dictate different leadership
fluencethings coming
emphases and strategies. The effective leader constantly adapts to

together in ways that are
new challenges and opportunities. Third, it explains why the

nothing short of a gift of
same person is not equally effective in all situations. Some leaders

Gods Spiritbe sure to say
are fabulously successful in one setting and anything but success-

thank you to God soon
ful in the next. All leaders and followers need to recognize that
and often!
confluence is not a matter of easy formulas and steps, but of gift,

grace, and surprise.
However, this reality of confluence cannot be used by leaders
as an excuse for passivity: Oh, well, things dont seem to be
coming together this year. Well see what happens next year.
Effective leaders trust that as they take responsibility for matters
of character, convictions, and competence that are within their
25
control, God will work in and through their faithfulness to create

this confluence of factors that constitute shalom and blessing.
For Christians, all four of these factors underscore the constant
need for fervent prayer and openness to Gods leading. But con-
fluence especially underscores how dependent the church is on
Gods blessing upon the labors of leaders and congregations.
5. Why do we call this a reciprocal understanding

of leadership?
Reciprocal literally means back and forth or both ways.
In any situation involving leadership, influence goes both ways.
Leaders shape those they lead, but also are shaped by those they
lead. In an extended definition of leadership, Jerry Zandstra
points out that leaders both motivate and are motivated by their
followers (What Is Leadership? unpublished paper, 2002).
Leadership is reciprocal.
Thus, leadership can be understood only in terms of the leader
in relationship to those being led. Such a reciprocal understand-
ing of leadership leads to mutuality and partnership in ministry.
Rev. Rick Williams expressed this mutuality beautifully in a
lecture he gave at Calvin Theological Seminary on April 11, 2002,
entitled A Glimpse of Pastoral Leadership in a Multi-Racial
Church. When asked about leadership style, Rick answered,
I know of a number of pastors who articulate for the congre-

gation where the church ought to be going, and their chal-
lenge is to bring them along. Im not that kind of a leader.
My strength is to bring people together and say, OK, this is
what I think we should be thinking about; and now lets talk
about it and pray about it. Im always amazed by two
things that happen thenhow much better the ideas are that
they come up with together and how much more responsi-
bility they take for advancing it. I see my responsibility as
being a catalyst and making sure we are asking the right
questions and facilitating the discussion.
Some might misunderstand this reciprocal approach to leader-

Many congregations today
ship as being too weak, as lacking in vision and direction. But

say they want dynamic
such is not the case. Being committed to good congregational

leadership. What do you think
process doesnt mean that a leader lacks strong convictions.

they have in mind? In what
Rather, he or she has wisdom in asking the right questions and

ways is this consistent or
inconsistent with the view of
reciprocal leadership strategically guiding the congregation forward.
explained in this booklet?
6. This reciprocal understanding of leadership has
also been called adaptive leadership. Why is this
concept important for congregations to understand
as they think about leadership?
The concept of adaptive leadership is often misunderstood.
Adaptive leadership does not refer to the pastor adapting to a
congregation or a congregation to a pastor. Adaptive leadership
26
is leadership that helps the congregation see the gap between its
stated values and its current realities, and then adapt in ways that
move the congregation closer to its values. Adaptive leadership
helps a congregation see the disconnect between what it is and
what it ought to be, and then learn and adapt accordingly. For
example, a congregation that understands Gods call to be a
caring, accepting fellowship but is dominated by cliques faces
an adaptive challengeadapting from what it is (a fellowship
dominated by cliques) to what it says it wants to be (an accepting,
inviting fellowship).
In the leadership literature, adaptive challenge is usually con-
trasted with technical solution. The congregation that is domi-
What are some recent gaps
nated by cliques and is cold to visitors no doubt desires to have

you have seen in your congre-
more members join their church. But the temptation is always to

gation between your stated
reach for a technical solution. Examples of technical solutions are

values and your current
better signs on the walls, or more greeters, or a Visitor Center that

realities? Have you addressed
these gaps as adaptive
gives information to visitors. Those may all be fine things to do, challenges or as technical
but they dont get at the adaptive challengenamely, that the con- problems?
gregation itself must change. They must be more interested in the
visitor than in touching base with their best friends.
Adaptive challenges by definition go to the heart of things and
involve deep change. One of the biggest mistakes leaders and con-
gregations make is confusing technical solutions and adaptive
challenges. Most congregational problems are not problems that
have technical solutions. If a congregations problems were only
technical, they would have been solved long ago. Most congrega-
tional problems are adaptive challenges: How do we adapt from
who we are to who we say we want to be? How do we align our
stated values and our current realities? Adaptive leaders dont talk
about solutions as much as they talk about learning: What can
we learn together? What have we learned through this?
This model of leadership is usually associated with a systems
approach to leadership and lies behind much leadership training
If you had to pick a metaphor
for church leadership, which
in North America today. Approaches to and theories of leadership would you choose: fireman,
come and go. Our goal is not to endorse a particular theory of shepherd, CEO, farmer,
leadership, but rather to find ways to talk about leadership that
architect, engineer? If you
are faithful to biblical and theological principles, transcend past
had to pick a tool for leading,
polarities, and give us positive models of leadership.
which would it be: hammer,
towel, club, wheelbarrow?
7. What are some ways to identify and positively

describe effective leaders?
One of the main points of this study has been that leadership is
not first of all a set of traits in one or more people designated as
leaders. There is no such thing as a single leadership
personality. Rather, leadership is a reciprocal relationship
between leaders and the larger community.
Even so, leaders, no matter what their personality, act in certain
ways. There are certain things leaders do, certain habits they
practice, certain character strengths they seek to develop. The
qualities listed below summarize many of the different points
27
made in this paper. No leader has all of these qualities in equal

measure. The list is not meant to make leaders feel more inade-
quate than they often already feel. This list is meant to be a posi-
tive checklist for all of us who want to be the very best leaders we
can be.
Effective Christian leaders
are godly in character, manifesting the life of Christ and the

fruit of the Spirit
pray fervently
are emotionally healthy and able to function effectively in a
variety of relationships
see the world in optimistic and hopeful terms
listen carefully
are trustworthy
are self-sacrificial
create ownership of ministry vision
utilize the giftedness of others
acknowledge that resistance to effective leadership is normal
and unavoidable
are not afraid of conflict
are persistent in the face of conflict
are resilient in the face of setbacks
are respected by all members of a group even if not always
liked or agreed with
bring people together, building consensus across lines of
competing viewpoints
get people talking about their differences in ways that promote
learning, listening, and insight
understand the importance of clear structures and practices
of accountability
stay in close contact with those who are resisting their
Take time to identify some
leadership
qualities from this list that
absorb the normal tensions and anxieties present in any

characterize your church and
community of people without overreacting and thereby

its leaders, and thank God for
escalating tensions
these qualities! Then take
understand and manage the process of change

some time to prayerfully iden-
tify ways that you as a con-
gregation (including leaders are humble and take little credit for the good things that
and congregation) can grow. happen around them
28
Case Study 4: Whos Wagging the Dog?

Rev. Schafer had not guessed his interim pastorate would get him in a pickle.
Here he was, in the middle of a council meeting, and everybody was looking to
him about what to do about Bill and Bills beef.
Bill, a member of Lakeside Church council, had just bolted the meeting.
He was mad. Few were surprised because Bill had been belligerent for a week,
grumbling to others about the summer committees owning the church. As Bill
left, he let fly from the doorway, This council has got to take charge of this
church. They cant get away with this anymore. Its the tail wagging the dog.
And its not right.
For years Lakeside had a burgeoning attendance during the summer, dwarf-
ing the regular congregation, with well-heeled folk with summer homes in the
area and a variety of visitors who stayed for a week or two in cottages or motels
in the area. More than a decade ago, the council had formed a summer min-
istries committee to plan the summer worship services, choose the pastors, and
decide the beneficiaries of the offerings.
Over time this committee, with almost no changeover in membership, began
making its decisions without approval by the council, selecting popular pastors
for worship and choosing charities for the offerings. The offerings never includ-
ed Lakesides needs, and Lakeside, as everyone knew, was a congregation that
was struggling financially.
Now the issue of responsibility and authority heated the council room. Right
after devotions, Bill had burst out: Listen, its time to put that committee in its
place. They cant be making decisions about this church. We are the council. Not
them. With previous advice from Rev. Schafer, the chair had said the issue
would not be discussed now but when the summer committee gave the council
its report.
Bill jumped up and said he was fed up: If we cant deal with this issue, how
can we deal with other issues that are hurting this church? He packed up his
papers and said, I am resigning right now. My wife and I will no longer be
members of a church like this. Then he stomped to the door.
After Bill slammed the door, the silence was palpable. One member pulled
the drape back to see Bill sitting in his car in the lot. Some wanted to go get Bill
and invite him back; some wanted to send a delegation to his home in a couple
of days and invite him back; and some wanted to settle the ministries issue
without Bill or the committee holding the council hostage.
The chair seemed flustered. He said to Rev. Schafer, Will you advise us
here? Everybody looked at Rev. Schafer and waited for a response.
29
Case Study 5: The People Out There Coming In

Pastor Mike had a problemat least he felt as if it were his. Unlike his previous
church, Community Church was strugglingwith him, with each other, and
with the neighborhood. Evangelism, everybody believed, was important. But it
wasnt easy. Some wondered if this church would survive.
At his previous church, a State university was almost next door. There Pastor
Mikes ministry had gone well, with large numbers of university students
involved in the churchs ministries, including service and evangelistic programs
in the community. These young adults and the other congregation members
encouraged each other in ministry.
When Mike received a call to another church, one that also was close to a
college community, he naturally expected similar results. And for ten years in
this second ministry his expectations were metthe college students and other
neighbors joined the church, doubling its size. But then, for no apparent reason,
the church began a steady decline. Fewer college students came; some strong
families in the church moved to suburban neighborhoods and chose churches
nearer to their homes. The congregation that remained seemed to lose its heart
for evangelism and its vision.
Pastor Mike and a few people close to him saw the demise and began to
focus on neighborhood children, with clubs after school, Sunday school invita-
tions, and more. The congregation at first went along with this emphasis,
teaching and serving in the programs, but gradually backed away. One of the
tensions was different expectations for the neighborhood children, who some-
times described their activities outside the church or used language that some
parents did not want their own children to learn.
Now Pastor Mike had little energy to face these problems; neither did the
council; and more longtime members were tired, leaving, or begging for change.
Something had to be done.
30
Chapter 3
Leadership Challenges in the

Christian Reformed Church
The CRC faces many challenges as it thinks about leadership

development, particularly in the context of the local congregation.
1. The Conceptual Challenge: Figuring out what it

means to be a healthy church with healthy leadership
It is vitally important for the CRC to develop sound leadership
models that flow from a biblical understanding of the church. The
purpose of this booklet is to help Christian Reformed congrega-
tions in that task. Far too often the leadership debate has been
polarized, especially when that debate centers on the role of the
pastor in congregational leadership. In this polarized debate, one
extreme understates the importance of pastoral leadership, main-
taining that if pastors just preach the Word and care for the flock,
leadership will take care of itself. The other extreme puts too
much stress on the role of the charismatic leader in setting the
congregations course.
People who represent both extremes in this polarized debate
must listen to and learn from one another. When they do, they
will discover two very important truths that subtly change the
terms of the debate and enable us to move forward.
The church needs strong leadership. Notice that the word is

The church needs strong leadership.
leadershipnot leader. The focus is on the function of leader-

ship, not on the person of the leader. Too many congregations and
pastors who react against heroic leadership models are throwing
out the baby with the bathwater. The church needs leadership.
The church must make a shift in its understanding of congrega-
tional leadership. A pastor-centered or clerical orientation of
leadershipwhere the emphasis is upon what the pastor does to
and for the laity, as if the pastor is the central actor in the churchs
life and the laity are essentially passive recipientsis not a
healthy view of leadership. Rather, the church must develop a
congregational orientation, where the emphasis is upon shared
31
congregational leadership and congregational initiative in the cre-

ation and development of ministry.
When operating according to this new orientation, pastors
understand their leadership role not as simply performing certain
pastoral functions (preaching, teaching, sacraments, visitation),
Evaluate this shift from but as working collaboratively with the other members of the
pastor-centered leadership body to stimulate the discovery and use of the spiritual gifts of all
to congregational leadership members, enabling the body as a whole to engage in ministry.
Such body-focused ministry doesnt happen by accident; it must
in light of the biblical teach-
be envisioned and developed by those who lead! While pastors
ings regarding the body of
are not the only ones who provide this leadership, they also must
Christ as summarized on
realize their critical role in giving shape to the churchs ministry

pages 10-11.
through their spiritual ministry of preaching, teaching, evangeliz-

ing, and caring for the flock.
Those who minimize the role of the pastor in congregational
leadership must also understand the North American breakdown
in consensus about exactly what the church is and should be
and thus the critical role pastors play in helping congregations
understand their calling and mission. In a prior era, the cultural
and ecclesiastical consensus about what a church was and what a
pastor did was so strong that leadership in the church in some
ways appeared unnecessary. The church seemed to move along
on auto-pilot. Today, however, individual Christians and churches
negotiate their own experience and piece together their own reli-
gious identity with little regard for the way things have been
done in the past. Such situations require leadership that is theo-
logically grounded, culturally responsive, and interpersonally
sensitive. They require leaders who have character, conviction,
and competence who serve selflessly and creatively in the full
expectation of the confluence of Gods blessing.
On the other side of this debate, the church and those who lead
Strong leadership focuses upon the mission, not the leader.
the church must not put too much emphasis on the role of the
charismatic leader in casting the vision and directing the congre-
gation. Surprisingly, North American students of leadership, quite
apart from any biblical teaching, are abandoning a view of leader-
ship that puts too much emphasis upon the charismatic leader.
Ronald A. Heifetz, in his authoritative work on leadership enti-
tled Leadership Without Easy Answers (Harvard, 1994), speaks of
the myth of leadership . . . the solitary individual whose heroism
and brilliance enable him to lead the way. Such overemphasis
upon the person of the leader proves counter-productive. The
successes and failures of an organization are too closely tied to its
leader. The organization itself escapes responsibility. (See also
Ronald Heifetz, Leadership on the Line: Staying Alive through the
Dangers of Leading [Harvard Business School Press, 2002]; and Jim
Herrington, Robert Creech, and Trisha Taylor, The Leaders Journey:
Accepting the Call to Personal and Congregational Transformation
[Jossey-Bass, 2003].)
32
In his book Good to Great (HarperCollins, 2001), James Collins

analyzes Americas great corporate success stories, and comes to
Since pastors generally want
the startling conclusion that the leaders of Americas truly good

to please those they serve,
they are vulnerable to the
to great companies are not big personalities who seek to build temptation to take too much
the success of the organization upon their own charisma and responsibility for a churchs
celebrity. Collinss conclusion is that leaders who focus too much
problems, and in so doing,
upon their personal role, and not upon the mission itself, at best
harm the church more than
limit their effectiveness, and at worst sabotage the mission.
help it. At the same time,
Peter Steinke humorously points out the hazard of overempha-

churches are tempted to give
sizing the role of the visionary leader when he says, Any job
the pastor too much of the
description that uses the phrase dynamic leader more than six
credit when things go well
times is fly paper for narcissists. The point that modern leader-
and too much of the blame
ship theorists are making, and that the New Testament stated
when things go poorly. With
long ago, is that leadership is not first of all about the leader, it is
such powerful forces at work,
about the mission to which the group is called.

what can a pastor and
congregation do to avoid the
pitfalls of the heroic leader-
ship model?
2. The Practical Challenge: Applying sound leader-
ship principles to actual church situations
Throughout this booklet questions and comments in the margins
and case studies have been provided to help readers apply these
leadership concepts to their particular situation.
Below are four more case studies that offer readers the oppor-
tunity to apply these leadership principles to particular church
situations. All nine of the case studies in this training tool have
been chosen because they are representative of common leader-
ship challenges in the church today. In fact, as you read these case
studies, you may wonder whether some of them are about your
church! Rest assured, each of these case studies tell the story of
many churches.
33
Case Study 6: Let Go, Let God

Pastor John got up from his knees in his study, just having thanked God again
for what had happened in this church. He pondered the past, when it had been
different.
He had come to this church excited about the opportunity. Some members of
a larger church had decided to start a new church, with the blessing of the larg-
er church. Initially, the new church met in a school gym, hoping to draw people
from the neighborhood into the church. But the group of families had little
vision for the church other than what they were used to. They wanted to be
flexible, but only a few members had a vision for it.
Pastor John led them in a vision process, including setting goals. He led the
church in prayer, asking for Gods leading, but he felt he was floundering in
implementing the agreed-upon mission. It was during this time of treading
water that the church experienced a conference on the work of the Holy Spirit
in the life of Gods people. More than fifty people participated, including
Pastor John.
Through prayer and pondering, Pastor John began to see that God was say-
ing, Im going to do something if you come to me with empty hands. Pray
more for my leading. This work is not about you. Pastor John acted on this
insight. He began expressing his own dependency on God, and the church fol-
lowed. The congregation prayed more often and more fervently, humbly asking
God for direction, sincerely expressing their dependence on him. The church
soon became vibrant; its worship changed from mostly ritual to genuine praise;
it reached into the community and the community came in.
What had been a church of inward focuswith people wanting training for
their children and no changes for fear of offending someonebecame a church
of outward focus toward God and toward his world and people. Few people left
for other churches during these changes.
Now Pastor John wondered again at the things God was doing here. He
knew that his and others persistent dependence on God and fellowship with
Gods Spirit were instrumental in God carrying out his plans. John wondered if
other churches needed to take the same approachwould God then bless them
too? Or did God choose him and this particular church as only one way to
extend his kingdom?
34
Case Study 7: Jane Hears It All

Rev. Daniel Blaine was down in the dumps, but not as low as his wife Jane. He
knew he was under the gun in this church, wondering if he could survive. And
she was the lightning rod, taking all the criticism that members of the church
didnt dare say to Daniel himself. Inside their home their family was feeling the
negative effects.
They had come to this traditional church eight years ago. Things went well
for a while but cracks in the relationship between Daniel and the congregation
began to appear when he introduced changes in worship, including the occa-
sional use of a praise team and even a pre-sermon drama or two. Several mem-
bers had left the church after that, letting it be known that Daniel was taking the
church down the wrong path.
Then some council members told Daniel that people in the congregation
were not pleased that Jane was pursuing her degree in social work and was
not participating enough in the congregation. This in spite of her helping out
with the children and worship program and singing in the choir.
Daniel brought home the remarks about his wife; the two of them had argued
about it. A couple of women in the church had made remarks to Jane directly.
So hows your work going? It must be hard to be a pastors wife, take care of
your children, and have this busy career too! Jane had tried to ignore the
remarks, but it was wearing.
More and more she felt further out of the congregation. She felt lonely at
home, even resenting that Daniel could at least talk over his concerns with the
council. And it didnt help when he came home from council meetings and used
her as a sounding board, Jane, I am starting to think we cannot last here. Its
the same old stuff. I feel like every idea I have is suspect. She felt lonely, afraid
to speak about her anger even to Daniel and concerned she would explode at
somebody in the congregation.
As they sat in the family room, she was calm enough to admit, Daniel, Im
sorry that I am not as helpful to you as I should be. I yelled at the kids today;
Im up to here with the suspicious, snide attitude in this church. They both
knew their own attitudes were hurting themselves and the church. What do
we do? she asked.
35
Case Study 8: To Get Along, Go Along?

George was not at his wits end, but he imagined he would jump at a call from
another church if it came. His relationship with the current senior pastor was
flawed, deeply so. He didnt know if they could continue to work together.
It had certainly been a major adjustment when James had been installed as
the pastor two years ago. When he arrived he had told George, the pastor for
congregational life, that he wanted a strong team relationship. The new pastor
was enthusiastic in the pulpit, learned, and generally appreciated by the church.
But soon George realized that his relationship with James would be quite differ-
ent from that he enjoyed with Alan, the previous senior pastor.
It had been a fine team relationship with Alan, who was caring, gentle, and
always considerate of others. He knew who he was before God, was genuine in
admitting his faults, and was modest in talking about his gifts. On the pulpit he
was no different than when sharing a cup of coffee or visiting someone in the
hospital.
After Alan left, George became the only pastor in the church and the congre-
gation naturally turned to him for counsel and comfort. And, interestingly, even
after James arrived, the congregation still came to George, a practice he guessed
James resented. Still, George did try to support James in every way he could.
Though James persistently asked him how he was doing, George couldnt
help but think he seemed insecure somehow. George thought James was overly
enthusiastic, more exuberant in the pulpit than he really felt, as if he were not in
touch with himself, not really genuine, sort of playing a pastors role.
Eventually George did work up the courage to talk with James about his feel-
ings. While not hostile, James coolly claimed he was exactly who he was, that
George was way off base in thinking he was not genuine and only playing a
part. They agreed to air their concerns with a counselor provided by their
denomination, but even after several sessions and a battery of personality tests,
George couldnt get over the idea that James didnt see himself clearly.
Now George wondered whether James envied his relationships with the con-
gregation. Might it be better if I leave? George thought. Would it have been
better if I had gone to him earlier?
36
Case Study 9: The Pastor Hangs On

The elders had received advice from the interim pastor and from the classis. But
they didnt know the vivid personal loyalty and anger that the elders and the
congregation felt over this issue: what to do with the former pastor whose
influence was still dividing the church.
Pastor Ray, the former leader of this congregation, had been generally
accepted in the small church until a few years ago when a family trauma
changed his personalityat least thats what most of the congregation felt. He
became defensive, used inappropriate language from the pulpit, and was
accused of shirking his pastoral responsibilities by some council members and
by a number of people who served on the churchs committees.
When members of the congregation, including elders, faced him with these
concerns, he became defensive and criticized them instead. Soon the congrega-
tion lost nearly half its membership. Eventually the elders, with the concurrence
of the classis, separated Pastor Ray from his position as pastor.
Complicating this separation, however, was that Pastor Ray continued to
worship in the church. He lived near the church and had taken a job in a local
financial institution. Some remaining members of the congregation, especially
those whom Pastor Ray had brought into the church, thought the elders had
mishandled the situation. The elders granted one familys request for Pastor Ray
to lead a service and baptize their infant.
To help stabilize the church, the classis recommended an interim pastor. The
church took that advice and hired an individual who was able to bring a
measure of healing to the congregation. But Pastor Ray continued to attend
worship; moreover, he often met for coffee with a select group of friends from
the congregation, where he and they aired their frustrations. The tension would
not go away.
Now it was time for the congregation to think about calling a new pastor. But
the elders wondered if a new person could be effective with Pastor Ray being
part of the congregation. Were they ready to call another pastor? The issue of
the previous pastors influence wasnt going to go away by itself. But what
could be done that would unify the congregation and move it forward in its
ministry?
37
A Final Word
By design this leadership training tool has focused upon many of the problems and
challenges churches face today in the area of leadership. The good news is that God
is blessing many Christian Reformed congregations today. More and more congrega-
tions are working through the challenges addressed in this training tool and are expe-
riencing the joy of ministry rooted in the power of the gospel and the mission of God.
Good things are happening in the CRC! We hope and trust this training tool can be a
small but significant catalyst that helps congregations, pastors, and other church lead-
ers effectively work together to accomplish Gods mission.
39
Recommended Books for
Continuing Reflection
The books listed below take a variety of approaches to leadership, but each embodies
the basic understanding of leadership set forth in this booklet and offers great
resources to congregations and pastors who desire to learn more about leadership.
Joseph Badarracco, Leading Quietly: An Unorthodox Guide to Doing the Right Thing
(Boston: Harvard Business School Press, 2002).
Arthur Paul Boers, Never Call Them Jerks: Healthy Responses to Difficult Behavior
(Herndon, VA: Alban Institute, 1999).
Jackson Carroll and Wade Clark Roof, Bridging Divided Worlds: Generational Cultures in
Congregations (Indianapolis: Jossey-Bass, 2002).
Ronald Heifetz and Marty Linsky, Leadership on the Line: Staying Alive Through the
Dangers of Leading (Boston: Harvard Business School Press, 2002).
Jim Herrington, Robert Creech, and Trisha Taylor, The Leaders Journey: Accepting the
Call to Personal and Congregational Transformation (Indianapolis: Jossey-Bass, 2003).
Eugene Peterson, Subversive Spirituality (Grand Rapids, MI: Eerdmans, 1994).
Gilbert Rendle, Leading Change in the Congregation (Herndon, VA: Alban Institute,
1998).
Gil Rendle and Alice Mann, Holy Conversations: Strategic Planning as a Spiritual Practice
for Congregations (Herndon, VA: Alban Institute, 2003).
Gil Rendle, The Multigenerational Challenge: Meeting the Leadership Challenge (Herndon,
VA: Alban Institute, 2002).
Peter Steinke, Healthy Congregations (Herndon, VA: Alban Institute, 1996).
Peter Steinke, How Your Church Family Works (Herndon, VA: Alban Institute, 1993).
William H. Willimon, Pastor: The Theology and Practice of Ordained Ministry (Nashville:
Abingdon Press, 2002)especially Chapter 11: The Pastor as Leader: The
Peculiarity of Christian Leadership.
41
Appendix 1
Four Models for Using This Training Tool
Model 1: Leadership Retreat

Purpose
The purpose of this retreat is to help a congregational leadership group consider how
their individual and group leadership strengths are expressed in congregational life.
The material in the three chapters of this booklet will provide the basic framework
for the retreat. Participants will use an appreciative inquiry process to discover
their leadership strengths and to apply those strengths to new areas of opportunity
and need.
Participants and Setting

This retreat is designed for a group of individuals who hold key leadership roles in
the congregation. The sample retreat (below) has been designed for elders and pas-
tors but can easily be adapted to include other congregational leaders as well.
This material is designed for a retreat setting but it could be presentedone mod-
ule at a timeas part of three regularly scheduled meetings, such as three council
meetings or pastor/elder meetings.
Pre-retreat Preparation
If possible, arrange to have the retreat facilitator meet with the group for about 30
minutes approximately two weeks prior to the retreat. A conference call could be
used for this purpose. During this time, some rapport will be established, an intro-
duction to the retreat will be offered, and participants will be invited to reflect on
their experiences of being leaders in this particular congregation.
It will be helpful for participants to read all or parts of this booklet prior to the
retreat (chapter 2 will likely be most pertinent). The facilitator may also want partici-
pants to complete Worksheet l: Preparing for the Leadership Retreat (see p. 45).
Suggested Procedure for Retreat

Three main modules are included in this plan. Feel free to adapt them as you wish.
This sample retreat assumes a thoughtful plan for venue, schedule, and a healthy mix
of structured and unstructured time. Allow about 45-60 minutes for each of the mod-
ules below. Be sure to take a break or offer substantial unstructured time between the
modules.
43
Begin with a brief presentation on leadershiphow it involves individuals in rela-

Module 1: Recalling a Personal Leadership Experience
tionship, giftedness, call, and the blessing of the Holy Spirit. This could be shaped
by recalling a key biblical storyAbram, Nehemiah, John the Baptist, Jesus.
Form groups of two, then individually complete Worksheet 2, Recalling a
Personal Leadership Experience (see p. 46), which asks participants to describe a
time in their lives when they felt their leadership was particularly effective. Allow
about ten minutes for participants to complete their writing (it neednt be polished
and can be in outline form).
Partners should then share the information they wrote on their worksheet. Allow
about ten to fifteen minutes for this.
Conclude by having partners jot on newsprint two or three insights gained from
their conversation. Post the feedback sheets around the room.
The facilitator can summarize the feedback and ask what contributed to having a
good conversation.
Form groups of three and individually complete Worksheet 3: Recalling a Group

Module 2: Recalling a Group Leadership Experience
Leadership Experience (see p. 47). Stress the question on the worksheet that asks
how the experience involved both leaders and followers. Allow about ten minutes for
individual writing, another ten to fifteen for small group sharing.
Conclude by having each small group share one group leadership experience
and how that experience involved both leaders and followers in a reciprocal relation-
ship. If time permits, you could also talk about the first bulleted question on the sheet
(How might this team increase the possibility for more of these experiences?).
Form groups of four and individually complete Worksheet 4: For Such a Time as
Module 3: For Such a Time as This
This (see p. 48). Allow about ten minutes for writing, 10-15 minutes for sharing
within the small groups. Then reconvene, asking this question:
Based on what weve discovered together so far, in what specific areas can we
exercise leadership in our congregation? How can we strategically exercise
leadership in this particular area of the churchs ministry?
Note: To shorten the time for each module, have group members omit the writing and
simply reflect quietly (on the information on the worksheet) as they prepare to share
with their small groups. Another possibility is to give participants a choice of writing
or simply reflecting quietly before sharing their thoughts with their small groups.
Closing
If time permits, form new groups of four and share one insight, resolution, or clarifi-
cation that was gained during the retreat (if the total group consists of only eight to
ten members, you may want to skip breaking into small groups).
Close with prayer in the small groups. If group members know each other well,
each person could give thanks for the leadership gifts and call of the person sitting to
their right. An alternative is offering spontaneous prayers of thanks for Gods call to
leadership and for Gods guidance of the leadership team, as well as requests for help
in specific areas of leadership facing the team.
44
Appendix 1: Four Models for Using This Training Tool
Worksheet 1: Preparing for

the Leadership Retreat
During our time together we will be considering the way in which you provide
leadership within this congregation. Evidence indicates that quality leadership in the
church includes
Character in the leader, generating trust in the followers.

Conviction in the leader, helping the congregation discern purpose and vision.
Competence in the leader, helping the congregation function as a healthy system.
Confluence of various factors that comes as a gift of Gods Spirit.
Effective leadership involves relationshipsnot only between a leader and

followers but also among leaders. And relationships are characterized by interactions,
conversations, and collaborative efforts. In anticipation of our time together, you are
invited to recall times when the relational dynamics of your leadership group were
apparent to you. Specifically consider the following:
1. Recall a meeting or series of meetings in which the character or conviction of the

leadership group was apparent to each other and/or to members of the congrega-
tion. This could include demonstrations of courage, patience, compassion, prayer-
fulness, resolve, or integrity in the face of considerable pressure. Think about some
of the details of that time. Who was involved? What was the communication like?
How was timing a factor? How did the experience affect you personallywere
you changed, encouraged, drawn to others on the team? Where would you like to
see this kind of character or conviction have greater expression in the life of your
team or in the life of this congregation?
2. Recall a chapter in the life of your leadership team in which you noticed significant
competencies in members of your group. What was the context? Where did these
competencies emerge? What competencies did you notice within yourself? What
was the topic/issue around which these competencies became apparent? How did
this experience affect your confidence as an individual and as a member of this
leadership team? What else did you notice happening within you? Where do you
think these competencies could be helpful to the congregation in the next year?
What topics/issues could your current leadership team tackle in which these
competencies could move your congregation toward maturity in Christ and health
as a Christian community?
45
Worksheet 2: Recalling a Personal

Leadership Experience
In the space below, briefly (and individually) describe a time in your life when you
felt your leadership gifts or role was, by the grace of God, particularly effective.
Reflect on how it required some level of character, conviction, and competence, and
how Gods grace was evident.
Was timing an important factor?
What happened within you as a part of that experience?
In what areas would you hope to have similar, positive experiences of leading?
When youre finished, please share your experience with your partner.
46
Worksheet 3: Recalling a Group

Leadership Experience
In the space below, briefly (and individually) describe a time when this leadership
team (the one youre in this workshop with today) demonstrated character and con-
viction. How did this experience involve both leaders and followers? What happened
within you as a result of this experience?
After youve jotted down your thoughts, meet with others in your small group and
share the experiences youve written down. Also talk about questions like these:
How might this leadership team increase the possibility for more of these
experiences?
What topics/issues could we effectively tackle?
What encouragements can we offer to each other in this venture?
47
Worksheet 4:
For Such a Time as This
In the space below, briefly (and individually) list what you think is going well in
your leadership team these days. Where are courage, compassion, integrity, and
vision being most effectively expressed? What evidence of confluence do you see?
(That is, what evidence of the Holy Spirits work is apparent to you?)
Then jot some things you wonder about in terms of confluence. Where do you experi-
ence any gap between what you are hoping for and what you see happening?
Share your comments with others in your small group.
48
Model 2: Leadership Development

Component for Council Meetings
Purpose
The purpose of these leadership development segments is to help council members
understand and apply to their own congregation the principles of leadership outlined
in this booklet.

These leadership development segments are suggested for inclusion as part of regu-
lar council (or pastor/elder) meetings. Each segment will take approximately 20-30
minutes and could be done at the beginning of the meeting time. The segments will
basically cover the contents of this booklet. Participants will use the discussion ques-
tions printed in the margins and the case studies. Sessions can be led by the pastor or
by elder/deacon volunteers who enjoy leading a discussion.
Small groupssuch as adult education classescould also use this format to dis-
cuss the book. Sessions could easily be expanded to 45 minutes. The length of seg-
ments could be adapted to the number of sessions the group wants to study the
booklet.
Preparation
Participants should read and reflect on the assigned segments at home prior to the
meeting. They should be encouraged to jot down their own questions as well as look
at those in the margins of the chapters. Discussion leaders in particular should high-
light those questions which seem most appropriate for the group.
Discussion leaders should also decide how to divide up the chapters for discussion
(see sample below). If, for example, they wish to have a leadership component for,
say, eight council meetings, then that should guide the number of pages read and dis-
cussed at each meeting. This can, of course, be adjusted as needed, should partici-
pants find the segments too long or too short.
Suggested Procedure
The leader should open with prayer. He or she may then want to read one or more of
the Scripture passages mentioned in the part of the chapter being discussed (or call
on others to do this).
The leader should then guide the group through the assigned section, using the
questions in the margins as well as his or her own questions and those from group
members. Before launching into a discussion of a question, the leader may want to
set the context of the question by orally reviewing the relevant section of the chapter
(or having participants do so, if they are willing). Those who didnt get a chance to
read the chapter (or who read it too long ago to recall it) will appreciate such a
review.
Please note that questions and procedures for discussing the case studies are
included on pages 61-63 of this booklet. Discussing cases in small groups is often an
effective way of involving everyone.
Leaders should invite comments and questions from the group, pace the discus-
sion so that time is allotted wisely, and give everyone an opportunity to speak.
49
Sample Division of Chapters

Below is a sample division of chapters 1-3 into eight segments for eight meetings. You
may want to go at a slower or more rapid pace, as you think best. One or more
Scripture passages are suggested for each segment.
Segment l: Read the first case study as well as the first two biblical themes of chapter
1 (pp. 8-10). Suggested Scripture: Colossians 1:15-20; Matthew 28:18-20;
John 17:20-23; 1 Peter 2:9-11.
Segment 2: Read themes 3-5 of chapter 1 (pp. 11-13). Suggested Scripture:
John 13:12-17; Revelation 5:9; Hebrews 11:32-40.
Segment 3: Read themes 6-7 plus the case studies that conclude chapter 1 (pp. 13-16).
Suggested Scripture: John 10:11-18.
Segment 4: Read sections 1-3 of chapter 2, through the personality traits of an effec-
tive leader (pp. 17-20). Suggested Scripture: Romans 12.
Segment 5: Read section 4 of chapter 2 (pp. 20-26). This is the heart of the booklet,
detailing what is meant by character, conviction, competencies, and confluence. If
the group doesnt get through all of this in one meeting, please return to it later for
further discussion. Suggested Scripture: Titus 1:5-9; 3:8-10.
Segment 6: Read sections 5-7 of chapter 2, including the two case studies at the end
of the chapter (pp. 26-30). Suggested Scripture: Philippians 2:1-11.
Segment 7: Read chapter 3, up to case study 6 (pp. 31-33). Suggested Scripture:
Ephesians 4:1-16.
Segment 8: Read the four case studies at the end of chapter 3 (pp. 34-37). Suggested
Scripture: John 17:20-25; 1 Corinthians 13. Be sure to see appendix 2 (pp. 61-63) for
questions and suggestions on using the case studies.
50
Model 3: Three Sessions for Adult Classes

and Other Small Groups
Purpose
The purpose of these sessions is to help church members (leaders and non-leaders)
understand the basic principles of leadership in the church and apply them to their
own congregation. Such a study should result in improved support of leaders and
better interaction and cooperation between leaders and the congregation.

These three sessions are suggested for adult education classes, for small groups meet-
ing in homes, and for other individuals who want to get together to discuss this
booklet. Allow at least an hour for each of the three sessions.
Preparation
Participants should read each chapterincluding the case studiesprior to the meet-
ing. They should be encouraged to jot down their own questions as well as look at
those in the margins of the chapters. Discussion leaders in particular should highlight
those questions which seem most appropriate for the group.
Suggested Procedure
Plans for three one-hour sessions are outlined below. Discussion leaders may want to
adapt these plans to suit their time frame and the interests of their group. The plans
on the following pages are addressed to discussion leaders rather than to the group
as a whole.
51
Session 1 (Chapter 1: Biblical and Theological

Themes Regarding Leadership in the Church)
Step 1: Focus on Mission
Take a moment to point out that chapter l begins with a focus on mission and the
nature of the church. Leaders first of all are folks who recognize that its not about
them, its about God and Gods mission for the church. You may want to ask some-
one to read a couple of the Scripture passages mentioned on the opening page of
chapter l (Matt. 28:18-20; John 17:20-23; Eph. 4:11-13).
Divide into groups of two or three and give each group a sheet of newsprint and a
marker. Ask each pair to imagine that they are church leaders who have been given
the task of describing the mission of this congregation. Because they are such capable
leaders, they have just fifteen minutes to come up with something original (ask them
not to just repeat the churchs official mission statement, even if they know it). If they
wish, they may use the first two sections of chapter l as reference. Their statements
should take into consideration the nature of the church (section 2 of chapter 1) as well
as its mission.
Have the groups tape their statements to the wall or otherwise display them, then
review the statements with the whole group. End by reading (or displaying) the actu-
al mission statement of your congregation. You may want to compare it to the state-
ment found on page 1 (see the paragraph beginning with, Perhaps Gods mission in
the world can be summarized in this way . . . ).
Does the group sense the importance of the first understanding the mission and
nature of the church before we talk about church leadership? You may want to dis-
cuss one or two of the margin questions on page 10 to drive this home:
How does this reality of the church as a living organism shape the way we think
about leadership in the church?
What signs tell you that your church is a living body, with parts of the body organ-
ically working together?
Step 2: Leaders as Servants

Ask for a show of hands of those who would identify servanthood as a key ingre-
dient of leadership. Have someone read Matthew 20:24 in support of this idea. (You
may want to qualify this a bit by reading the comment on p. 11 about using biblical
metaphors carefully.)
Then ask questions along these lines:
When you think of Christ as a servant, what Bible passages or stories come to
mind?
When you think of Christ as Lord, as powerful, what Bible passages or stories
come to mind?
Make the point that leadership in the church entails both power and servanthood.
Ask:
When you think of leaders in the church as servants, what comes to mind?
When you think of leaders in the church as exercising power and authority, what
comes to mind?
52
Comment that weve just separated the ideas of servanthood and power. In the
church, as in Scripture, these two must come together. Are group members comfort-
able with that? To what extent do they see this balance in your congregation?
Step 3: Questions, Please

Ask group members to skim back through the remainder of chapter l, looking for
questions in the margins that they would like the group to discuss, or raising ques-
tions of their own. Work your way through sections 4-7 in this way. You may want to
give a brief summary of a section, then ask for questions or take the questions in the
margin that relate to that section.
Step 4: Case Studies

The chapter offers two case studies that help apply leadership principles to specific
situations. Is there a case that you and the group would like to discuss now? If so,
please see the questions and suggestions for using case studies in appendix 2.
Step 5: Closing
Distribute notecards or sheets of paper, and ask each person to jot down one thing
that he or she will do or think because of insights gleaned from chapter 1 and its dis-
cussion. Perhaps its something as simple as having a bit more respect for the difficult
task facing leaders, or perhaps its remembering to act more like servants in our own
leadership roles.
Share the results as people are willing. Then close with the prayer of Jesus for
unity in the church (John 17:20-25).
Ask group members to read chapter 2 for next time.
53
Session 2 (Chapter 2: The Shape of Effective

Leadership in the Church)
Step 1: A Leader to Remember
Begin by asking someone to read the two definitions of effective Christian leadership
from page 17. Then divide into groups of three or four. (If your group is small, hav-
ing only eight to ten people, you may want to forego breaking into smaller groups.)
Within their small groups, each person should talk about a Christian leader who had
an impact on his or her life. That person may have been a pastor, an elder or deacon,
a youth leader, a teacher. Specifically, which of the four factors of effective leader-
shipcharacter, conviction, competencies, or confluencemade that person effective
in that situation?
Ask the groups to pick one of their stories to share with the whole group. Note
especially which of the four Cs seem to be coming through in the stories.
Remind the group of the comments in section 3 of chapter 2 (What are the person-
ality traits of an effective leader?). Leadership is not so much a matter of possessing
certain personality traits but rather the relationship between the leader and those
being led. Thats why, in this exercise, we attempted to tie our personal experiences
with a leader to the four factors that are present in situations where leadership is
effective. Note especially the reciprocal nature of effective leadership, as defined in
section 4: character generates trust; convictions helps discern purpose and vision;
competencies produce a healthy system; confluence enables leaders and the congre-
gation to work together joyfully. Leadership is always a two-way street.
Take a moment to ask if the group would like to discuss any of the margin ques-
tions in sections 1-3 of chapter 2, or if they have any additional questions or observa-
tions of their own theyd like to share with the group.
Step 2: The Four Cs

The four Cs are the heart of this training tool. If participants can hang on to their
meaning, they will have gained a good deal. With that in mind, we suggest a two-
pronged approach that involves a fun presentation of the Cs and a more serious
discussion of a question related to those Cs.
Divide into four groups and assign each group to one of the four Cs. Have groups
use the worksheet on page 56 to guide their presentations. Give them about ten min-
utes to prepare, longer if they need it.
Have the groups do their presentations in the sequence that the four Cs are pre-
sented in the booklet: character, conviction, competencies, confluence. Let each group
lead the discussion of the question or questions it has selected.
Note: Should you not have the time or inclination to do the fun stuff (thats too bad,
because adults do get into it!), you can have the groups highlight two or three sen-
tences they think are crucial to their C, and select and lead a discussion of questions.
Of course, an alternative is simply to walk through the four Cs with the group, using
the questions in the margins and from the group to guide the discussion.
Step 3: Additional Questions and Case Studies

As time permits, look together at sections 5-7 of chapter 2 (if youve run out of time,
consider adding an extra session and doing this next time). The questions in the mar-
gins are provocative and should produce good discussion.
54
Two case studies conclude the chapter. You may want to choose one that seems
most interesting to your groupplease see the notes for using case studies in appen-
dix 2.
Step 4: Closing
The final comment on page 28 offers a good way to conclude this session. It
involves choosing some qualities (from a list) that leaders in your congregation
display, then thanking God for these qualities.
Invite group members to participate in the prayer as the Spirit leads them.
Ask everyone to read chapter 3and its case studiesfor next time.
55
Session 2 Worksheet for Small Groups

Presenting Your C
Your group has been assigned to one of the four Cs: character, conviction, compe-
tencies, or confluence. With others in your group, present the C to which you are
assigned in a memorable and fun way. For example:
interview your C as a character

write a slogan or make a TV ad
write a cheer featuring your C
using a familiar tune, write and sing a song about your C
do a pantomime and let others guess what qualities youre trying to portray
dramatize a situation that shows your C in action
anything else you can think of!
In addition, each group should select at least one question about their C that
theyd like to discuss with the group. These can be selected from margin questions or
solicited from group members.
Have fun!
56
Session 3 (Chapter 3: Leadership Challenges in

the Christian Reformed Church)
Step 1: Leadership Survey
Refer participants to the survey at the end of this session (p. 58) and give them a few
minutes to complete it. Be sure they understand that the survey in no way represents
some kind of evaluation of their pastor; remind them that it focuses on leadership,
not on leaders.
When participants have completed the survey, take a few minutes to walk through
it with them, using it as a springboard to further discussion. Make sharing of person-
al responses (such as to question 2) voluntary.
When you discuss the first item on the survey, you may want to include the ques-
tion in the margin on page 32: Evaluate this shift from pastor-centered leadership to
congregational leadership in light of the biblical teachings regarding the body of
Christ as summarized on pages 10-11. This is a good point to read such passages as
Ephesians 4:12-16 and 1 Corinthians 12:7-31. Which view of leadership do theseand
otherpassages support?
You may want to hold discussion of items 5-7 for step 3, when you can incorporate
them into the closing prayer.
Step 2: Case Studies

If time permits, select one or two of the case studies that are printed at the end of
chapter 3. (See suggestions for discussing the cases in appendix 2.) Try to relate each
case to the leadership principles developed in this booklet.
Step 3: Closing
Take a few minutes to listen to some responses to items 5-7 on the leadership survey.
You may also want to read A Final Word on page 39, which rightly points out that
God is blessing many CRC congregations today!
Invite participants to incorporate items from their responses to questions 5-7 in a
time of prayer.
57
Leadership Survey
Please complete the following:
1. Place an X on the continuum to indicate the kind of leadership that you think is
best for your congregation at this time.
__________________________________________________________________________________________
strong pastor-centered leadership strong congregational orientation (shared leadership)
2. As a member of this congregation, I feel (a) totally involved, (b) somewhat

involved, (c) not really involved much, in the creation and development of
ministry.
3. Today, individual Christians and churches negotiate their own experiences and
piece together their own religious identity with little regard for the way things
have been done in the past (p. 32). Do you agree with this statement? If so, what
are its implications for leadership?
4. Leadership is not first of all about the leader, it is about the mission to which the
group is called (p. 33). Do you agree with this statement? If so, what are its impli-
cations for you as a member of this congregation?
5. One thing Ive really appreciated about leadership in this congregation is
__________________________________________________________________________
_________________________________________________________________________.
6. One thing that I think might help this congregation grow is
__________________________________________________________________________
_________________________________________________________________________.
7. One helpful thing Ive learned about leadership from this course/booklet is
__________________________________________________________________________
_________________________________________________________________________.
58
Model 4: Pastor Evaluation

Purpose
Effective Leadership in the Church can be used as part of a pastor evaluation process, as
described below. The intent is to encourage and motivate the pastor in specific lead-
ership areas. The evaluation will be the most effective if it focuses separately on par-
ticular relationships in which the pastor plays a strategic part. For example, it could
focus on how the pastor provides leadership to the elders or how the pastor pro-
vides leadership to the congregation.
Preparation
An evaluation team will need to be selected (we suggest five persons). The team will
need to agree on a process in which the pastor has significant input and some veto
power. In addition, its assumed that both the pastor and the team have read Effective
Leadership in the Church.
Suggested Process
Please note that this is a sample process; many alternatives could be created.
1. Pastor and committee discuss the process, agree upon its particulars, and deter-
mine what the goal of this process will be. The team should summarize this con-
versation in writing and retain it for future reference.
2. Team members individually complete a questionnaire that assesses the four Cs of
leadership and the reciprocal dynamic within the congregation. A worksheet such
as the one on page 60 will serve this purpose (the focus of this sample worksheet is
on the pastor as a leader for the elders).
3. The team shares the information on their worksheets with the pastor, who then
writes a paragraph summarizing what he or she heard and understands about the
state of the relationship. The committee writes a similar paragraph.
4. The paragraphs are shared and a composite descriptive essay is written.
5. The pastor and the evaluation team evaluate how the process worked. What
improvements could be made? How does this process encourage and motivate?
How does it provide helpful indications as to areas of focus for the future? How
does it honor the reciprocal nature of the leadership dynamic?
6. A designated spokesman for the evaluation team provides a summary report to
stakeholders, a report that has been agreed upon by the entire team.
59
Worksheet for Pastor Evaluation

Focus: How the pastor provides leadership to the elders.
Character
The pastor
Describe ways in which the pastors character generates trust and buy-in among the elders.
Describe ways in which the pastors character raises questions among the elders.
The elders
Describe ways the elders create a context in which the pastors character finds expression.
Describe ways the elders create a context in which the pastors character does not find
healthy expression.
Conviction
The pastor
Describe ways in which the pastors conviction helps the elders discern their purpose and vision.
Describe ways in which the pastors conviction does not help the elders discern their purpose
and vision.
The elders
Describe ways the elders create a context in which the pastors conviction finds expression.
Describe ways the elders create in a context in which the pastors conviction does not find
healthy expression.
Competence
The pastor
Describe ways in which the pastors competencies help the elders function as a healthy system.
Describe ways in which the pastors competencies do not help the elders function as a healthy system.
The elders
Describe ways the elders create a context in which the pastors competencies find healthy expression.
Describe ways the elders create a context in which the pastors competencies do not find
healthy expression.
Confluence
What signs indicate that this relationship is creating a context in which good leadership is happening?
What signs create questions as to the timing and fit for this leadership relationship?
60
Appendix 2
Tips for Using the Case Studies
This booklet includes nine case studies that are intended to help readers apply lead-
ership concepts to particular church situations. While you may think that you recog-
nize specific churches and situations in these cases, they are fictional and are
intended only to represent common leadership challenges in the church today.
The cases include dilemmas or problems that could be solved in different ways.
Dont look for any one right answer, but instead explore the case using the ques-
tions below. Some of the cases that have a strong dilemma are best handled by small
groups that look at the various angles of the case and then arrive at a solution.
Explaining why they choose a particular course of action is a helpful part of dis-
cussing a case.
Here, then, are some questions and other procedural suggestions for discussing
each of the nine cases in this booklet.
Case Study 1: Whos Planning Worship?

Since this is the first case in the booklet, you may want to discuss it with the entire
group, rather than in small groups. Talk about questions like these:
Why do you suppose the committee members felt uneasy? What view of leader-
ship do they seem to have?
What was behind the pastors anxiety? What view of leadership does he seem to
have?
If you were the pastor in this situation, what would you say to the committee?
What steps could be taken to take to resolve the situation?
Case Study 2: Hands Off, Hands On

This case could be discussed in small groups. The groups could talk about the case,
using the questions below or their own, then decide what they would do if they were
in Susan Bridges shoes. Groups can share their solutionsand the reasons behind
themwith the other groups.
Some questions to guide discussion in the small groups:

What was the new pastors view of leadership? Would you describe him as a
servant leader? Why or why not?
Have you experienced this kind of leadership at work or elsewhere? If so, what
were its strengths? Its weaknesses? How did it make you feel?
61
Is this view and practice of leadership an appropriate one for this congregation, for
the church in general? Why or why not?
What should the council do to resolve the problem?
Case Study 3: Mission, Mission, Whos Got the Mission?

For a change of pace, groups could decide to be the council of Faith church, discuss-
ing the situation, the reasons for failure, and trying to come to a decision on what to
do next.
Some suggested questions for discussion:
How would you state Faiths problem?

What do you see as basic causes of this problem?
What leadership principles, as outlined in chapter 1, are not being implemented?
What should the church council and Rev. Wilson do to resolve the problem and get
the church back on track?
Case Study 4: Whos Wagging the Dog?

This case calls for both an immediate action (What should Rev. Schafer say?) and a
longer-term solution (How can the issue of authority and responsibility, raised by
Bill, be resolved in a way thats biblical and fair to all involved?). Its a good case to
discuss in small groups and then compare answers to the questions below.
Whats at the heart of Bills beef? Does he have a good point?

Suppose you were on the summer ministry committee. How might you defend the
committee against Bills beef?
What leadership principles are involved in this case?
Have you experienced similar authority and responsibility issues in your
congregation?
Case Study 5: The People Out There Coming In

This case has a strong emphasis on evangelismreaching out to communitythats a
crucial part of being a faithful church. Yet, as in many congregations, things no longer
seem to be working as they once did. So whats the problem? Discuss the case, using
questions like these:
Of the four Cs of effective leadership, which ones seem to be lacking in

this case?
Pastor Mike seems to have been in the right place at the right time in his first
church and for the first ten years in his second. What caused things to go wrong
after that? Was it Mikes fault or the congregations or something else?
What effect has the failure of the outreach program had on Pastor Mike? On
the congregation?
What would you advise the pastor and his congregation to do in these
circumstances?
Case 6: Let Go, Let God

This case raises the question of how open we are to the leading of the Spirit in our
congregations. A few questions for discussion:
62
Appendix 2: Tips for Using the Case Studies
Pastor John and his congregation experienced a confluence of leader, congrega-

tion, time, place, ministry opportunity, and resources that is a gift of Gods Spirit
(p. 25). He wonders if the experience of his congregation could be duplicated in
other congregations if only they would also Let go and let God, or if his congre-
gations experience is just one way that God works to realize his purposes. What
do you think?
What factors led this congregation to experience renewal?
Do you sense that your own congregation adequately expresses its dependence on
God and the work of the Holy Spirit? Why or why not?
How has the Spirit worked in your congregation to enable your pastor and the
congregation to work joyfully together to realize Gods purposes?
Case Study 7: Jane Hears It All

The church is called to embody in its corporate life the message of reconciliation. . . .
Antagonism and hostility between parts of the body of Christ [is an example] of
alienation within community (p. 12). This case focuses on the impact of hostility
between a congregation and its pastor and his wife. Questions for discussion:
To what extent is this kind of suspicion and hostility present among us, would you
say? Have you encountered it in your congregation?
What can we as members of congregations learn from this case study?
What can pastors and their families learn from this case study?
What advice would you give to Daniel and Jane?
Case Study 8: To Get Along, Go Along?

This case presents a situation that, unfortunately, is not uncommonstaff members
cant seem to get along. Possible questions for discussion:
What principles of leadership are involved in this case?

How does hostility between staff members affect a congregation?
What are typical sore points between the senior pastor and other staff?
What do you thinkdid George do the right thing in talking with James about his
feelings? Suppose Georges feelings and accusations were just personal impres-
sions and werent all that accurate. Was he still right to air them with James?
How might James diffuse this divisive situation?
What should George do at this point? Why?
Case Study 9: The Pastor Hangs On

Small groups, acting as council members, could discuss this case and offer their sug-
gestions as to what could be done to unify the church and move it forward in its min-
istry. Groups could report their solutions and compare them to what others
suggest. Some possible questions for discussion:
Look again at the character section of chapter 2 (p. 21). What aspects of
character do you think apply to Pastor Ray in this case?
Are there any conviction or competency issues that apply?
Whos mostly at fault herePastor Ray or the congregation? Does it matter?
Should the congregation hire a new pastor at this point? Why or why not?
What should this church do to restore its unity and get on with its ministry?
63

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Effective Leadership

Sustaining Pastoral Excellence

A project of the Christian Reformed Church in North America

Grand Rapids, Michigan

A project of the Christian Reformed Church in North America

Effective Leadership in the Church, 2005, Sustaining Pastoral Excellence in the

We welcome your comments. Call us at 1-877-279-9994 ext. 0805 or e-mail us at

A project of the Christian Reformed Church in North America

How to Use This Training Tool. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapter 1: Biblical and Theological Themes Regarding

Chapter 2: The Shape of Effective Leadership in the Church

A project of the Christian Reformed Church in North America

Recommended Books for Continuing Reflection . . . . . . . . . . . . . . . . . . . . . 41

Appendix 1: Four Models for Using This Training Tool . . . . . . . . . . . . . . 43

Appendix 2: Tips for Using the Case Studies . . . . . . . . . . . . . . . . . . . . . . . . . 61

A project of the Christian Reformed Church in North America

The Purpose of This Booklet

Case Study 1: Whos Planning Worship?

Biblical and Theological Themes

What follows are seven important biblical and theological themes

1. What is the mission of the church?

The church is the body of Christ in the worldthe means by

faith and knowledge of Christ. To fulfill the mission of God to rec-

(Note: Mission usually refers to ones deepest purpose or belief,

in the future. The discussion about which comes firstmission

or visionis ongoing. By these definitions of mission and

2. What does the Bible mean when it calls the

Christs headship is a reference not to power and the right to con-

Christians are members of a living body, not an inanimate institu-

The body of Christ is one, with many parts that organically

First Corinthians 12 makes clear that each part of the body is

indispensable to the healthy functioning of the whole body. Such

mutual interdependence implies a mutual accountability that all

body. The balance between individual gifts and the giftedness of

3. What does the Bible teach about servant

In his incarnation, Christ embodies the message of servant love.

The cross is the ultimate message of self-giving love (Phil. 2:1-11;

Authority in the New Testament entails both power and

Jesus Christ himself exemplifies both: he rules with power far

Leaders must realize the ways that positions of leadership can

inherently create an imbalance of power, and must take seriously

their responsibility to exercise power as servants of the one who

has all power and authority.

The practice of servant leadership is one of the ways

must practice his servant love: So if I, your Lord and Teacher,

church is essentially and radically a matter of servanthood, love,

(Note: For a more extended discussion of these and other biblical

4. What is the relationship between reconciliation

pursuit of such reconciliation, yearning for the vision of

Revelation to become a realitywhen people from every tribe

and language and people and nation will be gathered around

the throne (Rev. 5:9).

5. What does the Bible teach about suffering

leadership (Moses, Joshua, David, Esther, Deborah, and other

heroes of faith [Heb. 11]) often suffered. Sometimes their suffer-

ing was self-imposed. Indeed, all leaders struggle with tempta-

tions, and many leaders commit colossal sins that throw

will my servant be also. Whoever serves me, the Father will

honor. (John 12:24-26)

the churchs role in the mission of the Lord, namely, to be the

a definition of leadership in the church that entails a relation-

7. Is there a difference between leadership in the

organizational terms alone and must guard against approaches to